Course Catalog 2008-2009

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NORTHAMPTON HIGH

SCHOOL

COURSE OFFERINGS

2008-09

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NORTHAMPTON HIGH SCHOOL

ADMINISTRATION

BETH SINGER,PRINCIPAL 587-1341

BRYAN LOMBARDI,ASSISTANT PRINCIPAL 587-1363

CHARLES KAUFMAN,ASSISTANT PRINCIPAL 587-1363

PATTI SAMOLEWICZ,ADMINISTRATIVE ASSISTANT 587-1341

WE ENCOURAGE ALL FAMILIES TO BE ACTIVELY INVOLVED IN THEIR STUDENTS

EDUCATION. THE GUIDANCE OFFICE IS OPEN FROM 7:00 A.M. TO 3:00 P.M.

COUNSELORS MAY BE CONTACTED DIRECTLY AT THE FOLLOWING NUMBERS:

GUIDANCE COUNSELORS

LISANN GIORDANO 587-1351

YAJAIRA FUENTES 587-1352FRED ITTERLY 587-1349

MAUREEN MOORE 587-1350

SCHOOL ADJUSTMENT COUNSELOR

KATHY GOODWIN-BOYD 587-1372

NHS PRINCIPALS OFFICE TELEPHONE 587-1344

GUIDANCE OFFICE TELEPHONE 587-1353

PRINCIPALS OFFICE FAX 587-1374

GUIDANCE OFFICE FAX 587-1368

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TABLE OF CONTENTS

Mission Statements 3

Principals Forward 4Graduation Requirements 5

Promotion Policies 5

Attendance Requirements 6

Marking System 6State College Guidelines 7

Course Selection Process 8

Course Change Guidelines 8

Add/Drop 84-Year Plans 9-10

Levels of Instruction 11Special Education 11

Other Options 12-13

COURSE DESCRIPTIONS

English 14-19Fine and Performing Arts Department 50-57

Art 50-53

Music 54-56Theatre Arts 57

Mathematics 34-38

Science 27-33Social Studies 20-26

Technology Education Department 45-49

Technology/Engineering 46-48Family and Consumer Sciences 49

Wellness and PE 58-59

World Language 39-44

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MISSION STATEMENTS

NORTHAMPTON PUBLIC SCHOOLS

The mission of the Northampton Public Schools, in partnership with parents and the Northampton community, is to

ensure high achievement by all students and to enable all students to become life-long learners, critical thinkers andself-fulfilled and socially responsible individuals who value and contribute to a multicultural and diverse global

society.

Goal 1 To continually increase student achievement toward the goal of having every student literate andevery student numerate.

Goal 2 To provide safe and healthy schools for our students.

Goal 3 To develop in all students a sense of citizenship and their rights and responsibilities as a community

member.Goal 4 That the district acquire and devotes all its resources, fiscal, physical, and human to accomplish

goals 1 through 3.

NORTHAMPTON HIGH SCHOOL

The fundamental mission of Northampton High School is to ensure that all students continually strive for academicexcellence by providing the opportunities for students to develop intellectually, emotionally, socially and physically

in a safe and supportive learning environment.

Our greatest challenge is to help all students recognize and develop their individual potential as reflective thinkers

who can participate in the larger community as critical, creative thinkers and life-long learners.

We encourage open communication and mutual respect among all who are involved with Northampton High

School. We welcome positive, working relationships with students, families and the community at large.

Northampton High School affirms its commitment to educate all students by providing a quality education which

will prepare them to become informed, literate, socially responsible individuals in a changing, global, technological

society.

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PRINCIPALS FORWARD:

The Northampton High School Course Catalogue presents a wide range of courses. It includes essential

information on graduation requirements and educational opportunities offered by the school to challenge allstudents and to meet individual needs and goals. It is our intent to emphasize a high level of academic rigor and

provide a meaningful educational experience for every student.

The course selection process is an important one and should not be limited to this publication. Information from

the students teachers and guidance counselor is a critical component in making appropriate choices. Student

interest, ability, past performance, and goals for the future are all important factors that need to be considered.

Your careful and thoughtful attention to the course selection process will help us develop an educational program

which best meets the needs of your child, our student.

We will be making decisions regarding teacher assignments, number of course sections and the specificplacement of courses in the master schedule based on student selections. Therefore, we must have accurate

and reliable data. It is often difficult and will at times be impossible to accommodate changes after teaching

assignments; budgeting and scheduling decisions have been made. In these very tight times, this will be

especially the case. Therefore we must limit changes in course selections to those necessary due to

irresolvable conflicts, course cancellations, or failures in pre-requisite courses.

Northampton High School has an excellent educational program taught by a talented and dedicated faculty. This

high school is committed to providing each student with an education in which essential information and skills arelearned, knowledge is explored, and ideas are critically analyzed and evaluated. The schools commitment to

excellence is not fully met unless you choose the courses that are right for you and strive to learn as much as you

can in these courses.

Looking forward to a challenging, productive year,

Beth SingerPrincipal of Northampton High School

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GRADUATION REQUIREMENTS

Credit Requirements:30 total credits

Course Requirements:a. 4 sequential English courses (4 credits minimum)

b. 1 Writing course (1 credit, to be taken in either grade nine or ten)

c. 3 Social Studies courses, one of which must be a U. S. History (3 credits)d. 3 Mathematics courses (3 credits)e. 3 Science courses (3 credits)f. 2 additional courses from the following subject areas: Math, Science, Social Studies

English, or World Language (2 credits)g. Wellness I and Wellness II (1 credit)

Passing Scores in MCAS tests required by Massachusetts State Department of Education

Enrollment in an accredited high school for 8 semesters with the final 2 semesters expected atNorthampton High School

PROMOTION POLICIES

7 credits needed for promotion to grade 10

15 credits needed for promotion to grade 1122 credits needed for promotion to grade 12

30 credits needed to graduate

Students who receive a final grade of D or F in a sequential (pre-requisite) course may not continue in the course

sequence without successfully repeating the course or meeting the required grade through summer school

performance.

A student who has received credit for a course may not receive credit a second time.

Courses which meet daily for 1 semester earn 1 credit

Courses, which meet on alternate days for 1 semester, earn .5 credit

Courses which meet daily for a full year (2 semesters) earn 2 creditsCourses which meet on alternate days for full year (2 semesters) earn 1 credit

A student who has an F average at 10 weeks and continues at that level for the remainder of the semester may not

obtain credit for that subject in summer school.

Course credit is subject to compliance with Attendance Policy.

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ATTENDANCE REQUIREMENTS

If a student is absent from a .5 credit course more than 5 times or is absent from a 1-credit course more than 9 timesin the semester, credits will be in jeopardy.

A student who loses credit due to attendance will receive a final grade and will not be required to repeat the courseif that grade is passing.

(See Student Handbook for additional information.)

MARKING SYSTEM AND GRADE POINT AVERAGE

Numerical Grade Grade Points95 100(A) 4.0

90 94 (A-) 3.7

87 89 (B+) 3.3

84 86 (B) 3.080 83 (B-) 2.7

77 79 (C+) 2.374 76 (C) 2.0

70 73 (C-) 1.7

60 69 (D) 1.0Below 60(F)** 0

The lowest passing mark is 60. Students receiving a 60, however, are not permitted to continue in thesequential subjects of Math and Foreign Language.

** Report cards will use the letter F for all numerical averages below 60

Students will receive P for satisfactory work or F for unsatisfactory work in the following courses: (These

grades are not calculated in G.P.A.)

Internship - Peer Tutor - Teacher Assistant - Work Experience - Work Study - Academic Support

G.P.A. is calculated at the conclusion of junior and senior years and at midyear for seniors. There will be no

ranking of students.

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STATE COLLEGES AND UNIVERSITIESADMISSION STANDARDS

1. Sixteen college preparatory courses are required. Distribution is as follows:

English 4 courses (4 credits)

Mathematics 3 courses (Algebra I and II and Geometry or Trigonometry, of comparable

coursework) (3 credits)

Sciences 3 courses (including 2 courses with laboratory work) (3 credits)

Social Sciences 2 courses (including 1 course in U.S. History) (2 credits)

Foreign Languages 2 courses (in a single language) (2 credits)

Electives 2 courses (from the above subjects or from the Arts & Humanities or Computer

Sciences) (2 credits)

Courses count toward the distribution only if passed.

2. A minimum required G.P.A. earned in college preparatory courses completed at time of application. (3.0minimum)

3. S.A.T. test score4. These standards represent minimum requirements; meeting them does not guarantee admission.

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COURSE SELECTION PROCESS

Students select courses in the spring of each year. It is important that they carefully analyze all of the information:units of credit, requirements, pre-requisites, and scheduled offerings.

Teachers will provide each student with course and level recommendations for the following year. They wilsubmit their recommendations to guidance counselors, as well.

Guidance counselors will advise students regarding their individual program of study ensuring selections are

consistent with recommendations and graduation requirements.

Students are required to be fully scheduled. (4 courses per semester)

Courses may be cancelled due to insufficient enrollment.

COURSE CHANGE GUIDELINES

Course changes may be made if:- a prerequisite has not been met- a course was made up in summer school- an irresolvable conflict exists

No course changes or schedule changes will be made to accommodate teacher preferences.

ADD/DROP PROCESS

Students are offered a one-week period at the beginning of each semester in which they can add and/or drop a

course. After this period students are expected to complete the course they selected. (This does not apply to levelchanges recommended by a students teacher. These changes may occur throughout the year.) Year long courses

can only be changed in the September add/drop period.

If special circumstances warrant a course change after the 1 week add/drop period, the guidance counselor willconsult with the student, parent, and teachers before determining a course of action.

It is strongly recommended that students, with the help of parents, counselor, and teachers, develop a

four year plan for high school courses. This will help insure the completion of all requirements as well as

guide the selection of electives.

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ASAMPLE 4YEAR PLAN

Semester 1 Grade 9 Semester 21

English 1

1

Writing

2

Algebra 1A

2

Algebra 1B

3

Early Modern World History

3

World Language

4

Biology

4

Wellness/.5 credit elective


1English 2 1Modern World History

2

Chemistry

2

Math

3

World Language

3

World Language

4

Elective

4

Wellness/.5 credit elective


1

English 3

1

World Language2

Lab Science

2

Math

3

U.S. History

3

U.S. History

4

Elective or Core Course

4



1

English 4

1

Elective

2Lab or Other Science

2Math

3

World Language

3


4


4


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YOUR 4YEAR PLAN


1 1

2 2

3 3

4 4


1 1

2 2

3 3

4 4


1 1

2 2

3 3

4 4


1 1

2 2

3 3

4 4

We recommend 3 academic courses and 1 elective each semester.

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LEVELS OF INSTRUCTION

All courses at NHS are designed to be challenging. Honors and Advanced Placement courses are especially

rigorous and fast paced. They are for serious students with scholarly interests and the ability to think abstractly,conceptualize and solve problems. Students and parents are advised that courses at this level are best chosen by

students who are highly motivated and committed to working hard.

- A final grade of 86 or better in prerequisite courses is suggested- Summer assignments may be required

Students enrolled in AP courses are required to complete the associated AP exam. Students on Free or

Reduced lunch are exempt from the cost of the exam. Payment for the AP exam is due the 1st

week of class in

the guidance office.

College Preparatory

All courses not designated as Honors or AP are College Preparatory and are designed to be challenging.

Applied Courses

Applied courses are for students whose interests; aptitudes and achievement require greater attention to thedevelopment of skills.

Modified Courses

Modified courses are taught by regular educators in their respective academic areas. Individual students in

modified courses are taught in the mainstream, but receive significantly modified curriculum and/or significantlymodified assessment. Special educators, guidance counselors, and other appropriate personnel collaborate with

subject teachers in making modifications. The name of these courses is altered, for example Modified English 3,

Modified U.S. History, etc on the students record.

SPECIAL EDUCATION

Students who are experiencing academic difficulties may be considered for support services. Special EducationRegulations expect that all attempts be made to meet students need through regular education program prior to

referring a student for a special education evaluation. Such services should include modification of the curriculum

see Modified Courses), attending after school help sessions, peer tutoring, or a referral to the Staff Support Team inorder to address concerns. In order to receive Special Education Services, a student must have an identified

disability which is impeding his/her academic progress and meet the eligibility criteria of the Massachusetts

Chapter 766 regulations.

DEVELOPMENTAL COURSES Credit 1

Developmental courses are taught by certified Special Educators. The curriculum is specific to student needs

and focuses on functional academic skills. Instruction is individualized and adapted according to the I.E.P.LEARNING STRATEGIES (9, 10, 11, 12) Credit: .5 or 1

Eligibility for Special Education is required. Direct instruction is provided in academic coursework as well as

remediation where appropriate. Students are also taught strategies to compensate for disabilities, self-advocacy

skills, and disability awareness. Specific instruction is based on instructional goals contained in studentsIndividual Education Plans (IEP).

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OTHER OPTIONS

ACADEMIC SUPPORT Credit: .5 or 1Students are provided with assistance in academic coursework of the general curriculum. Organization andstudy skills are also addressed. Approval by the high school principal is required. Grades are Pass/Fail

SMITH COLLEGE

Smith College offers opportunities for advanced education for qualified students.

- Available to juniors or seniors with minimal GPA of 3.4;- Enrollment is limited to 2 courses per semester;- Available to students who have exhausted all high school offerings in the academic area of choice;- Students continuing the study of a foreign language must take a placement test (given at Smith

College on Labor Day);

- Performance, studio art and physical activity classes are NOT open to Northampton High Schoolstudents;

- Enrollment is based on availability and permission of instructor and Dean of the College;- Smith College students have priority over NHS students for entry into classes;- Students are required to complete the registration process as prescribed by Smith College and

Northampton High School;

- Grades and credits are awarded by Northampton High School based on Smith College reporting;- Mid-term grades are not reported or recorded for NHS students, who are notified only if they are

performing unsatisfactorily at mid-semester;- Registration forms are available through the Northampton High School Guidance Office.

HOLYOKE COMMUNITY COLLEGE/DUAL ENROLLMENT

HCC offers opportunities for juniors and seniors to earn college credit as well as high school credit for courses

taken at HCC

- available to Juniors and Seniors who meet placement standards (placement tests offered at HCC)- application forms available in NHS Guidance office- financial support for 1 course per semester will be provided, as available by Northampton Public

Schools

INTERNSHIP PROGRAM

Open to Seniors Credits: 2

Seniors wishing to explore a career path prior to leaving high school may initiate an internship in a community

organization. The intent of this option is to provide an opportunity for seniors to be mentored by an experienced

practitioner in an area of interest.

Internships are a double period and earn 2 credits. Attendance will be recorded and journals are required.

Grades are P or F and do not count in G.P.A. calculations.

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TEACHER ASSISTANT GUIDELINES FOR ALL DEPARTMENTS

TEACHER ASSISTANT Credit: .5 or 1

Seniors Has successfully taken the course in which the student wishes to TA Recommended by the teacher who instructed the student in that course Department chairs permission required. Grades are P/F and are not calculated in GPA.

ADMINISTRATIVE RESPONSIBILITIES: The TA will be limited to handling non-confidential student materials.

Verify attendance Collect attendance Collect homework and/or class work assignments Pass back assignments Check off or keep track of non-graded assignments or materials Have limited photocopying responsibilities

ACADEMIC RESPONSIBILITIES: Assist in instruction of the class and materials Peer tutoring Peer note taking Update current curriculum and worksheets Creating new worksheets and materials to be used Research of topics to covered in the curriculum Preparation of project or activity materials

WORK STUDY Credit: .5 or 1

Offered to Grades 10, 11, 12

Work Study credits may be awarded to students who have a part-time job (at least 10 hours per week) outside of the

school. Students must register with their guidance counselor and submit weekly time sheets from their employer.

PEER TUTOR Credit: .5 or 1Offered to Grades 11, 12

Students will earn credits for tutoring younger students in specific course work. Grades are P or F and are no

calculated in G.P.A.

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ENGLISH DEPARTMENT

PHILOSOPHY

The English Department seeks to empower all learners as thinkers and communicators. In the words of the EnglishLanguage Arts Frameworks we "recognize that facility with language, which includes knowing how to read and

write effectively, is vital to success and empowers learners in many ways." We encourage all students to become

thinkers and communicators as advocated in the Massachusetts Common Core of Learning.

Lifelong learners engage in constructing and conveying meaning by accessing, analyzing,

evaluating, and applying knowledge and experiences for a variety of purposes, audiences, andsituations.

The English faculty recognizes that writing is not only social and interactive, but also private and personal.

Therefore, we offer writing instruction which respects and nurtures the development of our learners' voices. Sincewe acknowledge that effective writing instruction integrates language processes and skill instruction, we create

writing opportunities and assignments which address a variety of purposes, audiences, and situations.

Through our literature instruction we seek to open new worlds to learners by introducing them to literature

representing many genres, time periods and cultures. The English Department believes in the power of literature toexpand perspectives and develop appreciation for others, and toward that end, we provide our learners with a rich

variety of literary works.

AIMS AND OBJECTIVES

Students at Northampton High School will be expected to do the following with increasing sophistication,refinement, and independence as they progress through the English Curriculum:

1. develop personal strategies to read, write, speak, listen, view and present;2. understand and use language conventions required by a variety of purposes, audiences, and situations;

3. respond critically to a variety of written, oral, and visual tests;

4. engage productively in discussions as listeners and speakers;5. initiate, sustain, and take responsibility for their own learning.

HOMEWORK

It should be expected that there will be something to do for English class every night. This may involve reading,writing or rewriting, preparing for quizzes or tests, or even working on monthly book reports, independent critical

papers, or term papers. The department sees also a great deal of difference between an assignment that is merely

finished and one this is done thoroughly and carefully, and that the latter case may involve more time and effort

than the former. The student must assume that there will be English homework for 30 minutes to an hour eachnight and that quality work and independent assignments will often take more time.

Summer Reading

All students are expected to read over the summer.

Summer reading lists will be attached to June report cards and will also be available in the guidance office or fromindividual English teachers. Students enrolled in AP English courses are to complete specific reading assignments;

these assignments will be available in the guidance office and from individual English teachers.

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ENGLISH COURSES

0131 WRITING Credit: 1

Writing is a graduation requirement for all students. Writing may be taken any semester during the Freshmen or Sophomore

year. Students will study, read and write a variety of essays to include persuasive, expository, compare/contrast, etc.

In the context of their writing, students will practice important grammar and usage skills and learn how to use wordprocessors, dictionaries, thesauruses, and handbooks. Writing will be understood as a process which involves: using strategies

to generate and organize ideas; drafting; giving and receiving feedback; rethinking and revising; editing and proofreading; and

engaging in evaluation, publication, and performance or display. Students will maintain their writing in a folder which will

serve as a collection of material from which they can draw further inspiration, and from which they will ultimately select

pieces to create a portfolio. The portfolio process includes the element of students' reflecting on their own writing.

H0100 HONORS ENGLISH 1 Credit: 1

Honors English 1 rigorously explores the classic literary cannon as students consider the defining characteristic of great

literature, how it is that individuals are motivated to write it, and the plethora of responses concerning this controversial

collection of literary masterpieces. Thematic study, including multi-cultural literature about family, rites of passage, and

social justice, connects with essay development, literary analysis, formal research, and creative unit projects. Literary

selections include: Homers Greek epic poem, The Odyssey, Shakespeares The Tragedy of Romeo and Juliet; DickensGreat Expectations, Goldingss The Lord of the Flies, Lees To Kill A Mockingbird, and Wiesels Night as well as a vast

number of poems, short stories, and essays.

Honors English 1 is designed for highly capable students eager to work at an accelerated pace of scholarly endeavor. A strong

interest in reading and writing is presupposed as students are expected to read 30-40 pages and write 3-4 pages nightly. More

importantly, students learn the art and language of literary analysis and write formal essays through a demanding series of

revisions. Additional assignments include: informal responses, journal entries, poems, assorted fiction, and individual and

group oral presentations. Students are evaluated through a series of quizzes and tests, literary essays, vocabulary assignments,and active participation in class discussions and small-group activities. Additionally, three extensive formal research projects

in MLA format and several informal research assignments are required throughout the semester. All students keep their work

in a portfolio and participate in a self-evaluation process at the end of each term. Finally, this course requires students to

access a wide variety of research sites, both in and outside of school, in order to accomplish the demands of selectedassignments.

0111 ENGLISH 1 Credit: 1

English 1 explores the classic literary cannon as students consider the defining characteristics of great literature, how it is

that individuals are motivated to write it, and the plethora of response concerning this controversial collection of literary

masterpieces. Thematic student, including multi-cultural literature about family, rites of passage, and social justice, connects

with essay development, literary analysis, formal research, and creative unit projects. Literary selections include: Homers

epic poem The Odyssey, Shakespeare's The Tragedy of Romeo and Juliet; Lees To Kill a Mockingbird, or Goldings Lord of

the Flies, and Weisels Night, as well as a thematically related poems, essays, and short stories.

Students are expected to read 20-25 pages and write 2-3 pages nightly. Most importantly, students learn the art and language

of literary analysis and write formal essays through a demanding series of revisions. Additional assignments include: informalresponses, journal entries, poems, assorted fiction, and individual and group oral presentations. Students are evaluated through

a series of quizzes and tests, literary essays, vocabulary assignments, and active participation in class discussions and small-

group activities. Additionally, one to two extensive formal research projects in MLS format and several informal research

assignments are required throughout the semester. All students keep their work in a portfolio and participate in a self-

evaluation process at the end of each term. Finally, this course requires students to access a wide variety of research sites,

both in and outside of school, in order to accomplish the demands of selected assignments.

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H0200 HONORS ENGLISH 2 Credit: 1

Prerequisite: English 1

Honors English 2 explores and celebrates the great, diverse, and ever-evolving American literary tradition fromthe 19th century to the present day. We read, discuss, and write about novels, short stories, drama, and poetry

by a wide range of writers, including important Latino, Asian American, and African American authors. We

begin the semester with such writers as Hawthorne (The Scarlet Letter), Thoreau (Walden, Civil Disobedience),Poe (selected short stories and poems), Twain (The Adventures of Huckleberry Finn), and works by several

19th-century women writers; we look closely at the transition from the heavily European-influenced works of

the 19th and early 20th century to the literature that then emerged as stylistically modern and uniquelyAmerican; we study the literature that has come out of the individual experience of immigration, racial and

economic struggle, and war; and we examine the American literary tradition as it thrives today through a study

of major, living writers. Within this framework, we also study The Crucible (Arthur Miller), Uncle Tom's

Children (Richard Wright), and The Bluest Eye (Toni Morrison) among other recent and contemporary works.Our foremost goal is to advance student analytic and writing skills and, thus, better prepare students to take on

challenging college study. With this aim in mind, students should be prepared for a rigorous course of study that

includes extensive readings in American fiction, nonfiction, drama, and poetry, demanding class discussion of

those readings, and challenging assignments that engage students in focused analysis through formal writingand presentation. Although it is mostly student reading and writing that will be assessed, engaged class

participation, group work, and a variety of other forms of speaking and listening will also be required andcritical to student success. Therefore, this honors-level course is designed for those whose ability and

motivation are of the highest caliber, and only those with confidence in their existing reading and writing skills

and an eagerness to work hard to take those skills to a higher level should enroll.



English 2 explores and celebrates the great, diverse, and ever-evolving body of work we call Literature of the

Americas. We read, discuss, and write about novels, short stories, drama, and poetry by a wide range of writers--including important Latino, Asian American, and African American authors--starting with shorter works and

gradually taking on longer, more difficult readings. In our class discussions, we ask and try to answer some

central questions: What is American literature and what makes it uniquely American? Is there an Americannational identity, and how may we describe or characterize it? What roles can individuals play on the larger

stage of America's present and future? In our efforts to answer these questions, we study the literature that has

come out of our experience of defining a young nation, immigration, racial and economic struggle, war, and thenever-ending challenge of navigating through society's norms and expectations. Required longer texts include

The Crucible (Arthur Miller), Of Mice and Men (John Steinbeck), Uncle Tom's Children (Richard Wright), The

Color Purple (Alice Walker), and Into the Wild (John Krakhauer), among other literary works. Our foremostgoal is to help students develop and improve their analytic and writing skills. With this aim in mind, students

should be prepared to read assigned pages every night, to participate eagerly and substantively in class

discussions, to work independently and cooperatively in small groups, and to write regularly throughout the

semester. All of these will be required and critical to student success.

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AP0300 ADVANCED PLACEMENT LANGUAGE & COMPOSITION (JUNIOR ENGLISH) Credit: 1Prerequisite: English 2

As a college level course, the expectation is that students will attend every class for the full period. Students

planning to take college courses off site should plan their schedules accordingly. Students are required to

take the AP Language and Composition Exam. Exam fees will be waived for students on Free and Reduced

lunch.

Advanced Placement Junior English is an intensive course in non-fiction reading and writing. Using The

Norton Reader as a text (in addition to outside reading and summer reading selections), students will read,

discuss, and write in a variety of modes of non-fiction, from analysis and argument through narrative anddescription. Students taking this course should have solid skills in writing as the central aim is to develop

sophisticated skills in writing, reading, and thinking about analytical, expository, persuasive, and other forms of

non-fiction. This portion of the course prepares the student for the Advanced Placement Language and

Composition exam, which is a requirement for all students taking this course.At times, the study of non-fiction is enhanced by the inclusion of works of fiction. The aim of this inclusion is

that students gain an understanding of the relationship between literature, language, culture, and history.

Summer reading and writing assignments are required.



English 3 is a course focused around the over-arching theme of power and its various manifestations personal, social, physical, political, and spiritual. Throughout the semester, students will be asked to practice

and apply intensive reading, writing, and critical thinking skills. The four rhetorical forms taught at all grade

levels narrative, descriptive, persuasive, and comparison-contrast -- will be further practiced in the junioryear, as will the writing of the research paper. In addition, English 3 will focus more specifically on literary

analysis of point-of-view, the use of imagery and symbolism to develop themes, and style and structure of

various literary genres. Students will write four to five major essays over the course of a semester, as well as

multiple shorter papers and creative pieces, and will keep an active portfolio of these writings. Their work willalso be assessed through a variety of projects, presentations, quizzes, and tests.

Texts for the course range from more traditional works to more contemporary ones, and cover a vast array oftime, place, and genre. Core readings include (but are not limited to): Sir Gawain and the Green Knight,

Macbeth, Nickel and Dimed, Death of a Salesman, Haroun and the Sea of Stories, The Kite Runner, Krik?

Krak!, Mountains Beyond Mountains, 1984 or other dystopian novels, and various non-fiction selections oncontemporary issues. Students should generally expect a minimum of 45-60 minutes of homework per night,

and will be expected to actively participate in class. Our study of literature, writing and vocabulary will also be

used to practice for the SAT Test, and considerable emphasis will be placed on preparation for college.

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AP0400 ADVANCED PLACEMENT LITERATURE & COMPOSITION (SENIOR ENGLISH) Credit: 1



planning to take college courses off site should plan their schedules accordingly. Students are required to

take the AP English Literature & Composition exam. Exam fees will be waived for students on Free and

Reduced lunch.

Advanced Placement Senior English offers a demanding course of study to students interested in refining theirwriting skills and in reading provocative and challenging literary selections. The course is divided into three

major themes: the psychological, the sociological, and the power of love. In addition to writing several major

papers each quarter, students will perform weekly writing exercises aimed at improving overall verbal facilityand at correcting persistent syntactical and organizational problems.

Students will read from an eclectic group of literary works which includes Siddhartha, The Oedipus Cycle, The

Sound of Waves, The Metamorphosis, The Stranger, Women of the Silk, Things Fall Apart, Cry the BelovedCountry, The Handmaids Tale, Hamlet, and Rosencrantz & Guildenstern are Dead, as well as related non-fiction

commentaries and criticisms. Summer reading and writing assignments are required.

0411 ENGLISH 4 Credit: 1Prerequisite: English 3

English 4 introduces the students to great works of world literature. Featured works may include: Chekov's The

Cherry Orchard, Achebe's Things Fall Apart, Atwood's The Handmaid's Tale, Sophocles' The Oedipus Cycle,

Shakespeare's Hamlet or King Lear, Ibsens A Dolls House, Silone's Bread and Wine, Arguetas One Day of Life,Hesse's Siddhartha, Silko's Ceremony, Shaffer's Equus, Mishima's The Sound of Waves, as well as numerous short

stories and poems. Works of these authors of many nations will emphasize the universality of certain key themes

as well as the particularities of the literatures of other cultures. Regular writing and language study are integral

elements of the course. Students will be expected to produce major papers and projects.

ENGLISH ELECTIVES

ELECTIVE COURSES DO NOT FULFILL THE ENGLISH REQUIREMENT, BUT DO FULFILL GRADUATION CREDITS.

0338 CREATIVE WRITING Credit: .5

This is a semester course meeting on alternate days

Priority to Juniors and Seniors

Students will create polished works of fiction, poetry, and other forms. Some pieces are teacher-assigned drama, and some are

self-chosen; multiple revisions are expected. Students regularly engage in writing exercises designed to stimulate imagination

and develop skills. Class members must be willing to learn how to share some of their work, receive feedback, and critique

others' work in a non-threatening, yet constructive workshop process. Selected readings are a required part of the course:these will consist primarily in short stories, poems, plays, and writers writing about writing. Students should be aware that the

course is highly structured and rigorous, and that it is fun and rewarding for hard-working writers, who will enjoy an

opportunity to experiment with personal expression, storytelling, language, form, and style.

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0358 JOURNALISM Credit: 1

This is a yearlong course meeting on alternate daysPriority to Juniors and Seniors

This is a combination workshop and academic course. In addition to studying journalism as an academic discipline, students

in this course will learn to write reviews, editorials, straight news, features, and advertising copy and will publish regular

editions ofThe Devils Advocate. The "text" for the course is the contemporary print and electronic media. We will study theway newspapers; magazines, television, radio, and the Internet shape our perceptions of the world. In addition we will look

closely at First Amendment issues, libel, professional conduct and ethics, the handling of controversial stories, and the role of

a free press in a democracy.

0351 JOURNALISM 2 Credit: 1

Prerequisite: Journalism

An advanced course for selected students who will be the senior editors and writers of the Devils Advocate. Enrollment

is by teacher invitation only.

0361 HUMANITIES Credit: 1

Juniors and Seniors only (Offered odd years)

This course focuses on central concepts, historical development and fundamental nature of philosophy, architecture,

music, religion and art. Concepts from such disciplines are integrated with contemporary American Culture. Our

objective will be to uncover the cultural memory of Western and non-European civilizations through exposure toliterature, philosophy, religion, history and the arts. Our focus will be on issues in the humanities from ancient

history up to today. As we move through these studies, in a process of discovery, you will be challenged to develop

a critical imagination that will help you to formulate you own understanding and appreciation of what it means to

be human. Some of the essential questions that will be addressed include: What does it mean to be human? Whatis Art? What does it mean to be civilized? What is the relationship between art, thought, belief and history?

H0370 HONORS TWENTIETH CENTURY IRISH LITERATURECredit: 1

Juniors and Seniors (Offered even years)

Ireland, remarkably for a relatively small country, produced the greatest poet (W. B. Yeats), the greatest

novelist (James Joyce), and the greatest playwright (Samuel Beckett) to write in English during the 20th

century. Whatever ones response to this claim, it is undeniable that Ireland has a rich literary tradition that--except for works by these three authors and, perhaps, a few others--is too much neglected. The aim of this

course is to explore that tradition and its legacy, which is very much alive today. Although our context will

always be Irelands historical and ongoing struggle for survival, independence, prosperity, and a sense of

cultural and national identity, our constant guide will be the literature itself, for what it teaches us, not only

about the Irish but about the world, art, and life. In addition to selections from Yeats, Joyce, and Beckett, wewill read from a list including but not limited to works by dramatists J. M. Synge, Sean OCasey, Brian Friel,

and Marina Carr; poets Patrick Kavanaugh, Michael Longley, Eavan Boland, Paul Muldoon, Seamus Heaney,Nuala N Dhomhnaill, Sinad Morrissey, and Ciatrona OReilly; and fiction writers Sean OFaolain, Frank

OConnor, Edna OBrien, Liam OFlaherty, and Roddy Doyle. This is a rigorous course, as reading, writing,and class discussion will be extensive and challenging.

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SOCIAL STUDIES DEPARTMENT

PHILOSOPHY

In the general education of all students, the place and importance of history and social studies cannot be denied.

The reasons are many, but none is more important to a democratic society than this: knowledge of history is the

essential condition of political intelligence. Without history a society shares no common memory of where it hasbeen, what its basic values are, or what decisions of the past account for present circumstances. Without history

and knowledge in the social sciences, no sensible inquiry into the political, social, or moral issues in society cantake place. Without this knowledge, the informed, discriminating citizenship essential to effective participation in

the democratic process and the fulfillment of national ideals cannot be achieved.

A social studies education opens to students opportunities to develop a comprehensive understanding of the world

and its many cultures and ways of life different from their own. With a sound background in the social sciences,

students may gain an appreciation of the world's many peoples and of their shared humanity and common

problems. Students may acquire the habit of seeing matters through the eyes of others and in doing so come torealize that they can better understand themselves. This will enable them to contribute to the fulfillment of the

nation's democratic ideals. Rooted in history, civics, and geography, and integrating concepts from anthropology,economics, psychology, sociology, and the humanities, a social sciences education empowers students to becomeactive and responsible participants in a diverse society in an increasingly interdependent world.

The social science curriculum will include experiences that provide for the study of:

1. culture and cultural diversity;

2. ways human beings view themselves in and over time;

3. people, places, and environments;4. individual development and identity;

5. interactions among individuals, groups, and institutions;

6. how people create and change structures of power, authority, and governance;7. how people organize for the production, distribution, and consumption of goods and services;

8. relationships among science, technology, and society;

9. global connections and interdependence;10. the ideals, principles, and practices of citizenship in a democratic republic.

As part of an ongoing city-wide curriculum development program, exciting changes have come to Northampton

High Schools social studies program. The social studies department is pleased to offer a greater emphasis in our

World History courses on contemporary Latin America, the Middle East, and Africa, in addition to the already

extensive coverage of Asia and Europe. The World History courses have been designed to provide a solid

foundation of key concepts and ideas that will continue to be developed in the United States History course. United

States History will now cover from the nations founding in the 18th century to the present, not only to best prepare

students for the MCAS, but also to provide students with a more complete view of United States history.

It isstrongly recommendedthat students take Early Modern World History as freshmen, Modern World History as

sophomores, United States History as juniors, with senior year left for our extensive elective program. Both the

classesof 2011 and 2012 should take Early Modern World History during the 2008-09 school year. The classof 2011 will take Modern World History beginning in the 2009-10 school year.

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1211 EARLY MODERN WORLD HISTORY Credit: 1Open to Freshmen and Sophomores

Early Modern History traces the development of several non-western and western cultures from the Renaissanceto the dawn of the 20th Century and World War One. Politics and government, geography, the arts, philosophy,

religion, economics, and social structures are investigated so that students gain an understanding about the

contributions and legacies of the past that influence the present.

All students will take notes, analyze documents, actively participate in class discussion and group work, and

complete a semester-long research project. A special emphasis is placed on the development of writing, study,

and test-taking skills. Daily homework assignments include text readings, essay and historical fiction writing,and note taking.

1311MODERN WORLD HISTORY Credit: 1

Open to Sophomores, Juniors, and Seniors(Offered beginning in 2009-2010)

World History 3 continues to develop the themes and skills introduced in World History 2 and focuses on the

major developments and trends in both the Western and non-Western world during the 20 th and 21st centuries.

Students are encouraged to recognize and analyze patterns in history that impact the present.

Major assignments include a variety of writing activities, objective and essay exams, individual and group

presentations, and a semester-long research project.

The second part of the course will provide students with a comprehensive understanding of themes in American

history from 1877 to the present. In broad terms, these themes include the development of, and changes in, andindustrial society, foreign policy in the 20

thcentury, the changing role of government in American life, and

social and economic issues, concerns, and changes in modern America.

Students will be required to analyze and interpret information including primary source material, statistical data,

and map and pictorial information in their consideration of events in American history. Students will berequired to write essays, demonstrate mastery of objective tests, participate in discussions, and make oral

presentations. All students will be required to organize and write a research paper which reflects historical

investigation including an interpretation, analysis, and evaluation of data.

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1301 UNITED STATES HISTORY (C. 1750 present) Credits: 2

Open to Juniors and Seniors

This is a yearlong course meeting every day.

In the first part of this course, students will explore the origins and development from the colonial period

through 1876. Specifically, the students will examine the American Revolution, the Constitution, theJeffersonian and Jacksonian Eras, Westward Expansion, the Civil War, and Reconstruction. Students will focus

on the political, economic, and social development of the nation as it evolved from a colonial possession to thedominant nation in the western hemisphere.

The second part of the course will provide students with a comprehensive understanding of themes in Americanhistory from 1877 to the present. In broad terms, these themes include the development of, and changes in, and

industrial society, foreign policy in the 20th century, the changing role of government in American life, and

social and economic issues, concerns, and changes in modern America.

Students will be required to analyze and interpret information including primary source material, statistical data,

and map and pictorial information in their consideration of events in American history. Students will berequired to write essays, demonstrate mastery of objective tests, participate in discussions, and make oral

presentations. All students will be required to organize and write a research paper which reflects historicalinvestigation including an interpretation, analysis, and evaluation of data.

AP1300 ADVANCED PLACEMENT U.S. HISTORY Credits: 2Open to Juniors and Seniors

This is a yearlong course meeting every day.As a college level course, the expectation is that students will

attend every class for the full period. Students planning to take college courses off site should plan their

schedules accordingly.Students are required to take the AP U.S. History exam. Exam fees will be waived

for students on Free and Reduced lunch.

This is a yearlong course and will deal with the entire breadth of U.S. History from the pre-Columbian era throughthe present. Specifically, the course will focus on the colonial period, the American Revolution, the Jeffersonian &Jacksonian eras, Civil War & Reconstruction, Populism & Progressivism, the New Deal, and international and

domestic changes in the post-World War II era.

The advanced placement course is designed to give students grounding in the chronology of American History andin major interpretive questions that derive from the study of selected themes. The approach used is to conduct a

survey course in which a textbook, with supplementary readings in the form of documents, essays or books on

special themes, provides chronological and thematic coverage.

Students will analyze, interpret and discuss sources, including documentary material, maps, statistical tables and

pictorial and graphic evidence of historical events. They will also take notes from both printed material and

lectures, write essay examinations, a research paper, and take objective tests. Finally, students will develop clarityand precision of expression and the ability to cite sources and credit the phrases and ideas of others.

Homework expectations for this course include: reading, chapter essays, book reviews and research assignments.

There will be assigned and graded summer work.

Text: American History, by Brinkley, Current, Freidel, Williams

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SOCIAL STUDIES ELECTIVES

AP1320 AP MODERN EUROPEAN HISTORY Credits: 2Priority to Juniors and Seniors

This is a yearlong course meeting every day. As a college level course, the expectation is that students willattend every class for the full period. Students planning to take college courses off site should plan their

schedules accordingly. Students are required to take the AP Modern European History exam. Exam fees

will be waived for students on Free and Reduced lunch.

AP Modern European History focuses on three broad themes in the history of Europe from 1450 to the present:

political and diplomatic; intellectual and cultural; and, social and economic. Students will be encouraged to

appreciate these themes as interrelated rather than discrete and to view the past as an access to the present. Thestudents' ability to discuss and write about these themes with clarity, precision of expression, and attribution of

sources is also a course goal. Students will be expected to have strong reading and writing skills, a general

knowledge of world events, and an enthusiasm for the study of history.

Students will analyze, interpret, and discuss such evidence of historical events as primary sources, documents,

maps, pictures, and statistics. They will be expected to take notes from print material and lectures, to write essays,

complete a research project, and to take objective tests. Occasional oral presentations will be required as well as oneor two book reviews which will be selected from a prepared list provided by the instructor.

Text: History of the Modern World by Palmer

1281 BLACK STUDIES Credit: 1Priority to Seniors

To W.E.B. DuBois, a problem that has troubled America for the greater part of three centuries has been the

problem of the color bar. He might have said that America is divided along color lines and that this difference has

contributed to a pattern of prejudice and discrimination throughout Americas history. Today, it is widelyrecognized that the problems that separate people are the result of ignorance concerning differences and distinctions

among them. When people learn to understand and appreciate that diversity in human affairs is to be expected, and

is desirable, then the problems, particularly the problem related to color, will play much less of a role in shapinghistory.

The contribution of blacks to American history is significant and this course will focus on elements of black historyand culture. Slavery, Reconstruction, Jim Crow, and the Civil Rights movement will be studied. Written material

will be selected from a wide variety of black authors, poets, and reformers including: Maya Angelou, James

Baldwin, Arna Bontemps, Countee Cullen, Frederick Douglass, W.E.B. DuBois, Paul Laurence Dunbar, Ralph

Ellison, Langston Hughes, LeRoi Jones, Martin Luther King, Malcolm X, Toni Morrison, Jean Toomer, Booker T.Washington, and Alice Walker.

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1331 ECONOMICS Credit: 1

Economics in its broadest sense is the study of societys production and distribution of goods and services. It

focuses on why and how we choose to use our scarce resources the way that we do and the consequences of thesechoices. Economists usually study the choices of individuals and businesses separately from these choices put

together as a nation. Microeconomics is the study of individual consumers and businesses; macroeconomics is

the study of the economy as a whole. This course will explore both micro and macroeconomic concepts, as well as

examine the historical contributions of important economists.

Given that this course provides a broad overview of economics, the pace of the class will move quickly. Onaverage, student will cover one textbook chapter per week. Students are expected to have adequate math skills (at

least successful completion of Algebra 1), some basic knowledge of U.S. History and current events, and good

analytical skills. Objective and essay tests, quizzes, and problem sets will comprise a major part of studentsgrades. Students are expected to actively participate in class discussions and will occasionally make oral and visual

presentations. Major projects will include (but are not limited to) a Stock Market Simulation and research about a

current economic issue.

Text: J.A. Economics, edited by Gerson Antell et al, Junior Achievement Inc., 2004

AP1390 ADVANCED PLACEMENT MICROECONOMICS Credit: 1

Prerequisites: Successful completion of U.S. History and Algebra 2


This is a semester 2 course meeting every day. As a college level course, the expectation is that students

will attend every class for the full period. Students planning to take college courses off site should plan

their schedules accordingly. Students are required to take the AP Microeconomics exam. Exam fees will

be waived for students on Free and Reduced lunch.

The purpose of AP Microeconomics is to give students a thorough understanding of the principles of economics

that apply to the functions of individual decision makers, both consumers and producers, within the larger

economic system. This course places primary emphasis on the nature and functions of product markets, andincludes the study of factor markets and the role of the government in promoting greater efficiency and equity in

the American economy. AP Microeconomics is a course designed for the college bound student who desires to

work independently at a rapid pace. Students are expected to have strong analytical and quantitative skills.

Text: Economics by McConnell and Brue

1341 SOCIOLOGY Credit: 1Priority to Seniors

This course is designed to familiarize students with culture and cultural diversity. The curriculum covers five

major themes: society and culture; social organization and structure; social institutions; social change; and,

collective behavior and social problems. With knowledge in these themes they will study various socialinteraction and organization of groups of people living in different places in the world. Assignments will come

from the text, library resources, newspapers, periodicals, and video documentaries. Students will writeextensively, prepare a research paper, prepare and present individual and group presentations, and participate in

class activities.

Text: Sociology, Understanding Society, Rose, Glazer and Glazer

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1411 PSYCHOLOGY Credit: 1Priority to Seniors

Psychology is the study of individual human behavior. This course will introduce the student to the various theories tha

have developed within the discipline. The essence of human behavior has always intrigued mankind and various

researchers have dedicated themselves to uncovering theories and ideas concerning mankinds rationality. Focus will beput on an understanding of personality development from a psychoanalytical, humanistic, behavioral, and trait point of

view, discussing the theorists who are the foundation of each of these approaches.

This course will also offer the student a new experience in a seminar classroom atmosphere. Discussions on nearly

every contemporary behavior pattern will be the focal point of this semester course. Students will have the opportunity

to voice their opinions on behavior patterns from infancy to death!

Students will be required to do the assigned reading from the textbook and to complete written assignments. Outside

reading is also a requirement.

Text: Understanding Psychology

1228 AMERICAN GOVERNMENT Credit: .5This is a semester course meeting on alternate days

Why study government? Simply put, because it matters. Government impacts all of our lives every single day. Voter

percentages are down. Voter apathy is up and our nation is realizing that young people who understand our

government system are more apt to become actively involved in it.

To describe, analyze and explain the system of American government on the national, state and local levels is the basic

purpose of this course. It considers the organization of our government; the ways people control it, its multiple functions

and the ways in which it operates. Students will discover that while the basic structure of our government has remained

the same, many of its other characteristics continually change to meet the needs of a growing, modern nation. They will

also see how other governments compare to ours through a study of their political and economic systems.

Upon completion of this course, students will be prepared to take active roles in a government which is of the people, bythe people and for the people. They will know that then CAN make a difference.

Evaluation by: Objective and subjective tests and quizzes

Analytical papers on government issues

Oral presentation

Text: Magruders American Government

1238 AMERICAN CIVIL WAR Credit: .5

This is a semester course meeting on alternate daysPrerequisite: It is strongly recommended that students have successfully completed United States History.

As a turning point of the 19th century American history, the Civil War altered the shape, focus and direction of the

American political, social, military and cultural landscape. This course will explore the causes, events and results of theAmerican Civil War. This course will also provide a detailed look at the battles, leaders and weapons/technology not

possible in a typical survey course.

Learning materials include documentary and feature films, primary and secondary readings, guest speakers (if

possible), and actual memorabilia from the era. Course work includes essays, tests and quizzes, individual andgroup work, and book reviews on outside readings.

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1248 HISTORY OF THE HOLOCAUST & GENOCIDE Credit: .5This is a semester course meeting on alternate days

Priority to Seniors

This course is designed to educate students about and sensitize them to the history and events surrounding the most

documented episode of genocide in Western history.

The history of Germany in the first half of the century and of the growth and policies of the Nazi Party will be examinedas well as the events surrounding the Holocaust itself. Both printed and visual materials will be used, some of which

will be graphic in content. Guest speakers may be utilized. Students will be expected to make oral presentations, write

essays and reaction papers, and prepare a final project.

Text: Understanding The Holocaust

1258 CLASSICAL HISTORY Credit: .5


Classical History surveys the development of ancient Greece and Rome. Students examine the needs, institutions, ideas,

innovations, and material accomplishments of peoples who have impacted western civilization. The arts, government,

law, religion, philosophy, economics, and social structures are investigated in such a way so that students understand andappreciate the contributions of the ancient civilizations of Greece and Rome.

All students are required to analyze documents, take notes, and actively participate in class discussions and group

projects. Homework assignments include text readings, essays, and historical fiction writing, and note taking.

Requirements: Students are expected to work independently and complete a formal Research Project. Students will also

complete several individual and group projects. Tests include a substantial essay component.

1278 CONTEMPORARY SOCIAL & POLITICAL ISSUES Credit: .5


This course is designed to examine national and international political issues presented by the rapid and dramatic

changes taking place in todays world. Recent events and their causes and effects will be examined with a special

emphasis on relevant political system, leadership and policies. Both written work and oral presentations will be expected

of students, including a final project on one of the major issues studied during the semester.

Text:Taking Sides: Clashing View on Political Issues by George McKenna

1518 WORLD WAR II Credit: .5This is a semester course meeting on alternate daysPrerequisite: It is strongly recommended that students have successfully completed either Early Modern World

History, History of the Holocaust, or United States History.

As a defining event of the 20th century, World War II fundamentally altered the international and domestic political,

military, social and cultural, and economic landscapes of nations around the globe. This course will explore theunderlying causes, events, and results of World War II in a level of detail not possible in a typical World or U.S. History

survey course.

Learning materials will include a text, films, primary and secondary source readings, and guest speakers. Course

work will include, but is not limited to short essays, tests, and individual and group projects.

Text: The Second World War by R.A.C. Parker

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SCIENCE DEPARTMENT

PHILOSOPHY

All participating citizens in a democratic society should be scientifically literate. With the increasing role of

technology in all elements of our society it is important that everyone have an understanding of the nature of

science, how it works, and what it can and cannot do.

Our science curriculum is designed to encourage the student to become involved not only with the laws and

theories of the various branches of science but also with the practical aspects of these sciences. The scienceteachers hope to make students aware of technological developments so that as adults they will have the

background to make intelligent and responsible decisions.

Through stimulation of the thought process we hope to develop in the students at least a lifetime appreciation ofscience if not the incentive to take an active role in the future expansion of this knowledge.

AIMS AND OBJECTIVES

1. To provide opportunities for all students to attain academic excellence in the science courses theyare studying.

2. To help students develop an appreciation of naturally occurring phenomena and the implications ofthese for their own use.

3. To acquaint students with scientific methods, experimental techniques, and instrumentation used inscience and industry.

4. To direct students toward a realization of the importance of conserving and maintaining theenvironment.

5. To encourage the continuing study of science.

Based on the Massachusetts Curriculum Frameworks and the Massachusetts Comprehensive Assessment Systemthe following course sequences are recommended:

9th grade, Biology10th grade, Biology, Chemistry, Engineering for Future

11th grade, Chemistry, Physics, AP Chemistry, Engineering for Future

12th grade, Anatomy, Astronomy, AP Biology, Chemistry, Physics, AP Physics

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BIOLOGY COURSES

2151 BIOLOGY Credit: 1

In this course, students will study the structures of the cell and their functions, Mendelian genetics with an

introduction to molecular genetics, evolution, matter and energy transfers in biological systems and topics in human

biology. The concepts will be examined through reading assignments, lectures, laboratory investigations, modeling,and interactive investigations. A number of laboratory methods and graphing skills are integrated in the activities.

Homework assignments will include readings and some writing assignments on a regular basis. Student will

conduct and report on research done in class and at home.

Text: Modern Biology, Holt, Rinehart, and Winston

AP2250 ADVANCED PLACEMENT BIOLOGY Credits: 2Prerequisite: Biology, Chemistry


This is a yearlong course meeting every day. As a college level course, the expectation is that students will

attend every class for the full period. Students planning to take college courses off site should plan theirschedules accordingly. Students are required to take the AP Biology exam. Exam fees will be waived for

students on Free and Reduced lunch.

The AP Biology course is a yearlong course designed to be the equivalent of an introductory college level course

for biology majors. The major themes of the course include cell structures and functions, cellular energetics,

Mendelian and molecular genetics, evolution, comparisons of structural, physiological, and behavioral adaptations

across the kingdoms of organisms, and ecology. Extensive reading assignments from the text and other sources arerequired, as well as completion of the 12 required AP laboratory exercises.

Text: Biology, 6th edition (Campbell)- Benjamin Cummings 2002

HUMAN ANATOMY AND PHYSIOLOGY A & BHuman Anatomy and Physiology is offered for two semesters. A student can take one or both of these courses in

any order. Part A includes tissue, skin, bones and muscle. Part B includes immune system, digestive system andrespiratory system. Students should choose based on interest.

2241A HUMAN ANATOMY AND PHYSIOLOGY A - SUPPORT AND PROTECTION Credit: 1Prerequisite: Biology


This course provides an opportunity for students to explore biology via the study of the human organism. Contentincludes the study of histology, the integumentary, skeletal and muscular systems. Emphasis is placed on preparing

students for study skills needed for future studies, including frequent reading and outlining assignments and regular

quizzes. Labs and dissections are integrated into the program, including the dissection of a fetal pig. Students will

learn how to write a formal college level lab report. Integration of current developments in medicine is included inclass discussions and as a basis for projects. Students interested in medicine or health careers are encouraged to

take this course. Human Anatomy and Physiology-Balance and Maintenance does notneed to be taken along with

this course but is an optional continuation of this study.

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2241B HUMAN ANATOMY AND PHYSIOLOGY B - BALANCE AND MAINTENANCE Credit: 1Prerequisite: Biology


This course provides an opportunity for students to explore biology via the study of the human organism. Contentincludes the study of the digestive, cardiovascular, excretory, respiratory, immune, and reproductive systems.

Emphasis is placed on preparing students for study skills needed for future studies, including nightly reading and

outlining assignments and daily quizzes. Labs and dissections are integrated into the program, including thedissection of a sheep's heart and eye. Students will receive experience and tutoring on how to prepare for a college

level laboratory practical exam. Integration of current developments in medicine is included in class discussions

and as a basis for projects. Students interested in medicine or health careers are encouraged to take this course.Human Anatomy and Physiology-Support and Protection does not need to be taken along with this course but is an

optional continuation of this study.

2261 APPLIED ANATOMY Credit:1Priority to Juniors and Seniors

This course is designed to provide information about the human body, its systems and functions. The human body

is studied in both health and disease. Topics include the skeletal system, muscular system, circulatory system, andreproductive system. Many activities and projects are integrated into the program. Labs will include dissections

and microscope work. This course is designed to provide knowledge about the human body for personal use or forstudents interested in allied health careers.

Text: Human Biology and Health, Maton.

CHEMISTRY COURSES

H2100 HONORS CHEMISTRY Credit: 1

Prerequisite: Algebra 1

Honors Chemistry is a rigorous introductory laboratory course designed for students who are looking to be

challenged. Emphasis is placed on scientific process, problem solving, and developing different types of modelsto explain observed phenomenon and for purpose of extrapolation and interpolation. Topics covered in this

course include properties of matter, atomic structure, nomenclature, measurements and error analysis, the mole,

chemical reactions and conservation of mass, potential and kinetic energy, phase and chemical changes,

exothermic and endothermic changes, gas laws, heat content and heat transfer, chemical kinetics,thermodynamics, nuclear chemistry, molarity and solubility, chemical equilibrium, and acid base chemistry.

Honors chemistry requires strong skills in mathematics, English, and science. Laboratory experiments,

activities, and demonstrations are an integral part of the course and are designed to reinforce the materialpresented and discussed in class. Homework: Daily reading in text and related material, laboratory assessment,

and problem solving as well as some project work.

Text: World of Chemistry, Zumdahl, Zumdahl, and DeCoste, MaDougal Litell, First Edition, 2006

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2111 CHEMISTRY Credit: 1Prerequisite: Biology, Algebra 1

Sophomores, Juniors, and Seniors

Chemistry is a course designed to enable the student to develop a better understanding of the world around them.

The course follows a careful development of chemistry concepts, while commonly observed phenomenons are used

to show the relevance of these concepts. Students will develop an understanding of atoms and molecules, the

periodic table, the principles of atomic structure, nuclear chemistry, chemical formulas and molecular structure,molecular mixing and water, chemical reactions, and acids and bases. Laboratory experiments, activities, and

demonstrations are an integral part of the course and are designed to reinforce the material presented and discussed

in class.

Homework: Daily reading assignments and guided questions or problems, laboratory questions, and project work.

Text: Conceptual Chemistry, by John Suchocki, Pearson, Second Edition, 2004

2121 APPLIED CHEMISTRY Credit: 1Prerequisite: Biology

Sophomores, Juniors, and Seniors

This is an inquiry-based course for students who wish to discover and explore the chemistry behind everydayoccurrences and common materials. Experiments, activities and demonstrations are an integral part of this program

and are usually performed nearly every day. Students will study properties and measurement of matter, solids,

liquids and gases, physical and chemical changes, elements and the periodic table, carbon chemistry, chemical

reactions, atoms and bonding, acids, bases and solutions and material science. The daily activities will help to

demonstrate the utility of using the scientific method in everyday life situations. The purpose of this course is to

provide students with an opportunity to enhance their problem solving skills and to develop analytical and decision

making skills while engaging them in laboratory methods and procedures. Student evaluations will be based on in-

class laboratory work, written tests, homework, class participation and other assessment instruments. Regular daily

attendance is critical for success. Homework: Daily guided reading assignments in their textbooks with

response. Various projects will be assigned.

Two texts from the Prentice Hall Science Explorer Series: Molecular Structure and Chemical Interactions, 2000

2131 KITCHEN CHEMISTRY (offered odd years) Credit: 1

Prerequisite: Chemistry

This course is designed to be an experimental and hands-on approach to the chemistry that occurs in the

kitchen. Cooking may be the oldest and most widespread application of chemistry and recipes may be the oldest

practical result of chemical research. We shall do some cooking experiments to illustrate some chemicalprinciples, including extraction, denaturation, and phase changes. This course is designed to look at cooking

from a scientific basis. There will be edible experiments to look at the science behind how it all works. We will

examine chemical, biochemical, biological, microbiological, and physical principles. We will considerguacamole, salsa and quesadillas, chocolate, pancakes, bread, jams and jellies, meringue, ice cream and more.

Selected Readings from: McGee, Harold. On Food and Cooking, The Science and Lore of the Kitchen. New

York, NY: Simon & Schuster, 1997. ISBN: 0684843285 Hillman, Howard. The New Kitchen Science, NewYork, NY: Houghton Mifflin Company, 2003. ISBN: 061824963X Various online sources.

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AP2130 ADVANCED PLACEMENT CHEMISTRY Credits: 2Prerequisite: Chemistry and Algebra 2

This is a yearlong course meeting every day; offered even years


planning to take college courses off site should plan their schedules accordingly. Students are required to take

the AP Chemistry exam. Exam fees will be waived for students on Free and Reduced lunch.

Advanced Placement Chemistry is a yearlong rigorous laboratory course designed to be equivalent to a first-year

college inorganic chemistry course for chemistry majors. This course follows the Advanced Placement Chemistry

curriculum prepared by the College Board. Topics covered in this course include matter and measurement, atoms,

molecules and ions, stoichiometry, aqueous reaction, thermochemistry, electronic structure, periodicity, chemical

bonding and molecular geometry, gases, intermolecular forces, solutions, kinetics, equilibrium, acids and bases,

thermodynamics, electrochemistry, nuclear chemistry, and organic chemistry. It is strongly recommended that the

student has successfully completed an Algebra 2 course. Lab work will be done on a regular basis and the lab

assessment will prepare the students for the lab question #5 the AP exam. Homework: Daily reading assignments

and problem solving.

Summer Text: Chemistry, Stephen Zumdahl, Heath, Third Edition, 1993

Text: Chemistry, The Central Science, Brown & LeMay, Prentice-Hall, Ninth Edition, 2004

2231 FORENSIC SCIENCE CRIMINOLOGY Credit: 1Priority to Seniors

Forensic science involves applications of scientific and mathematical concepts and skills in the solution of crimes.

This course will be taught with hands-on techniques applied to case studies and crime scene simulations.

Applications of biology (genetics, cell biology and entymology), chemistry (chromatography, spectrum analysis and

chemical reactivity) and physics (force and trajectory) will be included. Techniques learned will include approach to

the crime scene, careful observation, ballistics, fiber and hair analysis, fingerprinting, DNA analysis, handwriting

analysis, blood spatter analysis, time of death estimation, blood typing and forgery identification. Outside reading,

research and film analysis will be required.

Text. Crimianlistics: An Introduction to Forensic Science by Richard Saferstein, 8th edition, Pearson/Prentiss Hall

NH 2004

2361 ENVIRONMENTAL SCIENCE Credit:1Prerequisites: Biology and Chemistry

Priority to Seniors

This course is designed for students who wish to investigate and understand the relationship of organisms to their

environments. Topics to be covered include the study of water (watersheds, water chemistry, water quality

sampling), air (global warming, acid rain, indoor air quality), resource management (energy, solid and hazardous

waste, land use) population biology and basic toxicology. The focus of the course will range from the local to theglobal, with special emphasis on current issues involving human interactions with the environment, such as

pollution, recycling and sustainability. Students will develop skills in laboratory and field techniques, data collection

interpretation and analysis, critical thinking and writing. The course will include daily reading assignments,

laboratory exercises, case studies, research, writing assignments, and field trips.

Text: Environmental Science (Holt)

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PHYSICS COURSES

2301 APPLIED PHYSICS Credit: 1

Applied Physics is an activity and inquiry-based course for students who wish to discover and explore the physicsbehind everyday occurrences. Students will engage in a variety of problem solving and investigation activities, all

developed to help them learn topics such as Linear Motion, Circular Motion, Newtons Laws, and Work and

Energy. Experiments are an integral part of this class and are usually performed several times a week. Student

evaluations will be based on laboratory work, written examinations and other assessment instruments. Studentswill be expected to do homework every night including daily reading assignments and experiment write-ups.

2310A HONORS MECHANICAL PHYSICS Credit: 1Prerequisite: Algebra 2 (Pre Calculus strongly recommended)


This course will provide the student with classical mechanical concepts including the following topics:

Introduction to measurement, vector analysis, rectilinear and circular motion in one and two dimensions, workand energy, oscillatory motion and universal gravitation. This class prepares students for college and college

level sciences. The course requires daily homework along with laboratory investigations and write-ups. A

variety of assessment options will be utilized. A student who takes Honors Mechanical Physics followed byHonors Wave Physics will be prepared to take the SAT II in Physics and/or the AP Physics B exam.

Text: Physics, Douglas C. Giancoli

2310B HONORS WAVE PHYSICS Credit: 1

Prerequisite: Algebra 2 (Pre Calculus strongly recommended)


This course will explore current theories on wave phenomena including the following topics: Basic wave

motion, sound, light and optics, electricity and magnetism, solids, fluids, gasses, thermo-dynamics, relativity

and quantum mechanics. This class prepares students for college and college level sciences. The courserequires daily homework along with laboratory investigations and write-ups. A variety of assessment options

will be utilized. Students may select Honors Mechanical Physics or Honors Wave Physics; however, it is

strongly recommended that Mechanical Physics be taken first. A student who takes Honors Mechanical Physicsfollowed by Honors Wave Physics will be prepared to take the SAT II in Physics and/or the AP Physics B

exam.

Text: Physics, Douglas C. Giancoli

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AP2300 ADVANCED PLACEMENT PHYSICS Credits: 2Prerequisite or Co-requisite: Calculus

This is a yearlong course meeting every day; offered odd years

As a college level course, the expectation is that students will attend every class for the full period.

Students planning to take college courses off site should plan their schedules accordingly. Students are

required to take the AP Physics exam. Exam fees will be waived for students on Free and Reduced lunch

This year-long course will include the following topics: Introduction to measurement and units, one-dimensional to

three-dimensional vector analysis, Galilean and Newtonian principles applied to rectilinear and rotary motion, work

and energy, momentum. In the second semester the following topics will be explored: Conductors, capacitors,dielectrics, electrostatics, electric currents, magnetic fields, and electromagnetism. Laboratory investigations and

write-ups, including technical writing, are an essential part of the course. Content will focus around topics stressed

in the AP (C) exam.

Text: Physics for Scientists and Engineers, Raymond A. Serway.

2401 ASTRONOMY Credit: 1

Prerequisite: Algebra 2

An introductory course in Astronomy, including, the history of science, Newtons laws, Keplers laws, the behaviorof light, the origin of the solar system, galaxy, and universe and visual and radio astronomy. The first part of the

course will focus on the mathematical models of the universe, followed by an investigation and experience in

science writing. We will wrap up the course by taking our own data and making observations on our own aboutthe universe. Class projects include a research paper and a full scientific study in astronomy. This class will

emphasize topics of current interest in astronomy. We will not only cover what astronomers have discovered, but

also HOW astronomers make their discoveries.

6411 ENGINEERING THE FUTURE: DESIGNING THE WORLD OF THE 21ST

CENTURY Credit: 1

Prerequisite: Technical Drawing, Design, Engineering: Highly Recommended

Engineering the Future is a lab-based course utilizing the CAD and Project Labs. Students will learn about the

role of engineers in society as they design, build and test prototypes associated with the following technologies:Engineering Design and Manufacturing, Fluid and Thermal Systems, Electricity and Communication and

Constructions and Integrated Systems. Through practical real world connections, students will have an

opportunity to see how science, mathematics, and technology are part of our every day world, and why it isimportant for every citizen to be technologically and scientifically literate. Students will gain a greater

understanding of our designed world and the wide variety of career paths that a person might take in designing,

engineering and the various technologies of the 21st century.

This course does qualify towards the Science requirement of 3 Science courses.

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MATHEMATICS DEPARTMENT

PHILOSOPHY

We believe that Mathematics is essential for all students. The Mathematics curriculum endeavors to create alearning environment that provides equal opportunities to empower all students to become mathematically literate

in order to survive, as well as to succeed and prosper as productive members of a technological society.

The Mathematics curriculum is focused on the classroom as a

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